Evolution of School Sacralization and Democratization

Extract

[...] - Passing from a wild diversification to master between institutions (branches and options must be established between institutions). Where territorial educational policies would be more effective by proposing insertion paths based on clear orientation choices. - Orientation should become a main educational goal in upcoming democratic reforms. Knowing how to navigate in a complex world allows for social and professional success. - Developing the formation throughout life and in various forms. Notably by validating professional experience acquired in the pro world through different means. Promotes a lever in favor of education equality. [...]

[...] Cells of crisis were created in the establishments where the CPE could send them to note the different problems. This crisis has allowed the creation of new digital resources and tools as well as the realization of reinforcement of inequalities among students. Educational professions have experienced a second breath during this period (CPE, nurse?): - A crucial role in isolating students who are contact cases. - Knowing the students' schooling, the CPEs have issued a more personalized follow-up of the students to avoid school dropout by trying to limit school inequalities among students. [...]

[...] The success of allqualitative democratization) was the goal until 1990. But the reality was quite different. II. The loss of the sacralization of school Jean-Michel Berthelot in Fractures sociales, fractures scolaires describes what allowed the sacralization of school (from Ferry to 1960) : - The ideology of the Enlightenment which emphasized knowledge and reason - The development of the school under a centralized state for public education facing the school that was/has been governed by the Church. - The meritocratic conception of the school, one could always describe someone who had escaped their social condition thanks to the school. [...]

[...] The elusive definition of a just school On arrive dans une a unique school and orientation based on aptitudes. A project of a just school has been put in place where all students had the same right to instruction where the student could develop their abilities. It's a school for all and for each one. It is impossible to link the selection of elites, international competition and the integration of pops from immigration or the diffusion of a common culture. We have contradictory principles of justice. [...]